BANCROFT 
LIBRARY 

•o 

THE  LIBRARY 

OF 

THE  UNIVERSITY 
OF  CALIFORNIA 


BMan  and  jflroaram 

for  the  Study  of  Child  Culture  and  the 

®oob  of  Mormon 


Second  £dftiott 


PLAN  AND  PROGRAM 

FOR  THE 

STUDY 

OF 

CHILD  CULTURE 

AND  THE 

Book  of  Mormon 


SECOND  EDITION. 
1903. 

ARRANGED  FOR 

The  Relief  Societies  of  the  Utah 
Stake  of  Zion. 


RECOMMENDATION. 

To  the  Officers  and  Members  of  the  Relief  Society  of  the  Utah 
Stake  of  Zion  : 

DEAR  SISTERS:  At  an  officers'  meeting  held  Sep- 
tember 10,  1902,  it  was  decided  to  prepare  a  course  of 
study  to  supplement  and  extend  the  work  already  being 
done  by  the  Societies ;  accordingly  a  committee  of  five  was 
appointed  and  authorized  to  proceed  at  once  with  the 
work.  The  committee  has  now  made  its  report,  which  is 
given  herewith,  and  the  following  pages  are  a  result  of 
their  efforts.  We  heartily  recommend  this  outline  of  study 
for  adoption  in  your  respective  Societies. 

MARY  JOHN, 

MARILLA  MILLER  DANIELS, 
PERSIA  BUNNELL, 

Stake  Presidency  of  the  Relief  Societies. 
Provo,  November  10,  1902. 


REPORT  OF  THE  COMMITTEE. 

To  the  Presidency  and  Officers  of  the   Relief  Societies  of  the 
Utah  Stake  of  Zion: 

DEAR  SISTERS  :  We,  your  committee,  appointed 
last  September  to  draft  a  plan'  and  program  of  study  to  be 
used  in  the  Relief  Societies  of  this  Stake,  take  pleasure 
in  presenting  this  booklet,  which  we  trust  may  receive 
your  approval. 

It  contains  an  outline  for  twelve  lectures  or  essays 
on  Child  Culture,  and  also  the  subjects  for  twelve  exercises 
from  the  Book  of  Mormon;  the  outline  for  these  latter 
exercises  will  be  found  in  the  guide  department  of  the 
Young  Woman's  Journal,  beginning  with  the  August 
number,  1901. 

Respectfully  submitted, 

MARTHA  A.  F.  KEELER, 
EMILY  G.  CLUFF, 
MAY  BELL  THURMAN  DAVIS, 
ELIZA  EMMA  JENSEN, 
DONNA  M.  MEECHAM, 

Committee. 
Provo,  November  8,  1902. 


c 


Contents. 


INTRODUCTION  to  the  study  of  Child  Culture. 

By  Mrs.  May  Bell  Thurman  Davis. 

Parenthood 1 

Motherhood 2 

PHYSICAL  DEVELOPMENT. 

By  Dr.  Emily  G.  Cluff. 

Infancy 4 

Childhood 6 

INTELLECTUAL  DEVELOPMENT. 

By  Mrs.  Emma  Strong  Jensen. 

First  years  of  childhood 8 

MORAL  DEVELOPMENT. 

By  Mrs.  May  Bell  Thurman  Davis. 

Discipline 11 

Industry 13 

Chastity 14 

Truthfulness 15 

RELIGIOUS  DEVELOPMENT. 

By  Mrs.  May  Bell  Thurman  Davis. 

Training- : 16 

Gospel  Ideals 17 

SOCIAL  DEVELOPMENT. 

By  Mrs.  Martha  A.  F.  Keeler. 

Deportment 19 

BOOK  OF  MORMON. 

From  the  Young  Woman's  Journal. 

Outline  of  subjects 22 


PLAN  OF  THE  WORK. 


The  object  of  presenting  this  little  work  to  the  Relief 
Societies  of  the  Utah  Stake  of  Zion,  is  to  furnish  them 
with  subject  matter,  systematically  arranged,  to  supple- 
ment the  work  they  are  already  doing.  The  exercises  here 
presented  are  not  intended  to  crowd  out  any  necessary 
procedure  now  adopted  in  meetings,  but  they  are  given 
for  the  purpose  of  adding  zest  and  variety  to  the  program. 

Twelve  exercises  are  arranged  on  the  subject  of  Child 
Culture.  These  are  to  be  treated  in  the  form  of  brief 
lectures,  talks  or  essays.  The  outline  set  forth  under  each 
exercise  is  intended  to  be  a  foundation  only  upon  which  to 
elaborate  or  expand  the  facts  and  suggestions  given. 

The  president  of  the  society,  or  a  committee,  will 
assign  a  subject  to  one  of  the  members  two  weeks  or  a 
month  before  it  is  to  be  presented  to  the  meeting,  or  all 
the  subjects  may  be  assigned  for  the  year.  That  all  may 
be  profited,  each  member  of  the  society  should  also  study 
the  subjects  aud  obtain  information  from  any  available 
source.  After  an  exercise  has  been  presented  to  the  meet- 
ing by  the  one  previously  appointed  to  handle  it,  a  little 
time  should  be  given  for  discussion,  and  for  the  members 
to  ask  questions,  as  a  result  of  their  reading,  or  from  their 
own  experiences. 

Twelve  lessons  from  the  Book  of  Mormon  are  also 
recommended  as  theological  exercises.  These,  however, 
are  not  outlined,  but  are  to  be  taken  from  the  Young 
Woman's  Journal. 


SUGGESTIVE  PROGRAM. 


1.  Singing,  prayer,  and  singing. 

2.  Roll-call;  reading  minutes;  accepting  minutes. 

3.  Miscellaneous  business. 

4.  Child  Culture  exercise ;    questions  and  discussion. 

5.  Book  of  Mormon  exercise ;    questions  and  discus- 
sion. 

6.  Testimony  bearing. 

7.  Singing,  and  benediction. 


Child  Culture. 


PART  ONE— FIRST  EXERCISE. 

Parenthood. 

"Lo,  children  are  an  heritage  of  the  Lord.  As  arrows  are  in  the  hand 
of  a  mighty  man,  so  are  the  children  of  youth.  Happy  is  the  man  that  hath 
his  quiver  full  of  them;  they  shall  not  be  ashamed,  but  they  shall  speak  with 
the  enemies  in  the  gate."— The  127th  Psalm. 


1.  Object  of  Existence : 

(a)  Reproduction  of  kind  is  the  great  law  of  creation. 

(b)  God  said:     "Be  fruitful  and  multiply  and  re- 
plenish the  earth."     As  a  result  of  obedience  to  this 
command,  millions  have  been  born. 

(c)  Earthly  existence  is  for  the  purpose  of  giving 
experience. 

(d)  Millions  of  spirits  are  yet  unborn.      (What  do 
Latter-day  Saints  believe  regarding  them?) 

2.  Means  of  Development: 

(a)  Men  and  women  are  developed  by  performing 
the  duties  of  parenthood. 

(b)  In  parenthood  glorious  opportunities  are  offered 
for  cultivating  love,  patience,  justice,  mercy,  charity, 
courage,  etc.     (Show  in  what  way  parenthood  offers 
conditions  for  developing  these  qualities.) 

3.  False  Ideas  of  Parenthood  : 

(a)  A  large  class  of  people  in  the  world  favor  small 
families,  and  many  shirk  parenthood  altogether. 

(b)  Freedom  from  care  and  love  of  wordly  pleasure 
are  the  motives  with  some. 

(c)  Others  argue  that  it  is  wrong  to  bring  innocent 
children  into  this  wicked  world. 


2  CHILD   CULTURE. 

(d)  Still   others   who  desire  offspring  nevertheless 
limit  the  family  to  one  or  two  children. 

(e)  In  opposition  to  these  false  ideas  give  the  Latter- 
day  Saint  idea  of  large  families. 

4.     Rela t io n ship  of  Pare n  t  and  Ch  ild : 

(a)  Anciently,  among  some  people,  the  child  was 
considered  a  slave. 

(b)  In  the  light  of  the  Gospel,   the  parent  stands  as 
provider,  teacher,  guardian,  friend. 

(c)  The  child  belongs   not  only  to  earthly  parents, 
but  to  Heavenly  Parents  also. 

(d)  Mention  some  of  the  responsibilities  of  parents 
in  training  and   guiding  the  child,    so  that   in  time  it 
may  return  pure  and   unsullied  to   the  presence  of  its 
Heavenly  Father. 


SECOND  EXERCISE. 

Motherhood. 

There  is  no  word  in  language  dearer  than  that  of  mother.  She  may 
have  provided  for  our  needs;  she  may  have  imparted  to  us  many  beautiful 
truths;  she  may  have  taught  us  to  pray;  she  may  have  shielded  us  from  hard- 
ship; she  may  or  may  not  have  done  these  things— but  one  thing  she  did 
always,  she  loved  us.  This  mother-love  is  the  sweetest  and  purest  of  all 
human  affections.  It  cures  the  ills  of  childhood,  soothes  the  pangs  of  youth, 
comforts  and  inspires  man  through  life's  battles.  Mothers,  do  not  be  afraid 
to  lavish  it  upon  your  children;  it  makes  your  memory  a  hallowed  one  and 
gives  you  power  to  influence  their  lives. 


1.      The  Mother's  First  Duty  is  to  Her  Child: 

(a)  The  details  of  housekeeping  should  not  detract 
the  mother  from  supplying  the  many  needs  of  the  child. 

(b)  Its  physical  needs  should  be  attended  to  as  near 
as    may  be  in   accordance   with   the   most    approved 
hygienic  methods. 

i  c  i  In  the  care  and  training  of  the  child,  the  end  in 


CHILD   CULTURE.  3 

view  is  to  make  it  capable  and  worthy  to  carry  on 
the  great  latter-day  work. 

(d)  The   question  then  is:     What  will  be   for  the 
ultimate  good   of  the   child,  not  what  will  be  for  the 
child's  gratificationj  or  the  mother's  present  conveni- 
ence? 

(e)  Care  must   be  constantly  given  to  the   child's 
moral   and   spiritual  development,  as  well  as  to  its 
physical  welfare. 

The  Mother's  Influence:  The  part  that  the  mother  takes 
in  forming  the  general  character  of  the  child  cannot 
be  over  estimated. 

(a)  Give  examples  of  some  of  the  world's  greatest 
men  who  attribute  their  success  to  the   influence  of 
their  mother's  teachings. 

(b)  Show  how,  day  after  day,   through  the   impres- 
sionable years  of  childhood,  the  mother  has  power  to 
implant  either  high  or  low  ideals,  true  or  false  ambi- 
tions, in  the  child. 

(c)  Mothers  of  Israel  should  seek  after  truth  and 
wisdom  that  they   may  better  train   these   precious 
spirits  given  into  their  care. 

The  Mother  as  a  World- Power:  The  desire  of  the  true 
mother  is  to  do  good  in  the  world.  How  can  she  best 
accomplish  this? 

(a)  Can  she  do  this  best  by  devoting  her  entire  time 
and  energies  to  the  pursuit  of  some  particular  branch 
of  knowledge,  or  by  following  some  charitable  occu- 
pation? 

(b)  Or  can  she  do  more  for  the  world  by  bearing  a 
goodly  number  of  children  who  are  physically  strong 
and  intelligent,  and  who,    as  they  approach   manhood 
and  womanhood,  will  be  virtuous  and  God-fearing? 


CHILD  CULTURE. 

(c)  (It  would  be  well  here  to  show  also  the  advan- 
tages of  self  culture  and  public  spirit. ) 

(d)  The  mother  is  a  power  in  the  world  in  so  far  as 
her  children,    emulating   her   example,   do   good   and 
great  things  in  the  world. 


THIRD  EXERCISE. 

PHYSICAL 


Infancy. 


"The  Baby  —  a  tiny  feather  plucked  from  the  wing  of  love,  and  dropped 
into  the  lap  of  motherhood." 

Some  wise  educator  has  said  that  the  training  of  the  child  should  begin 
with  its  parents  and  ancestors;  that  is  to  say,  years  before  its  birth.  This 
may  to  some  extent  be  true.  All  parents  should,  however,  be  impressed  with 
the  profound  fact  that  the  first  three  years  of  a  child's  life  is  of  as  much  im- 
portance as  any  after  period  of  a  like  duration.  Its  experience,  and  conse- 
quently its  education,  begins  with  the  breath  of  life  in  the  world. 


1.  The  Care  of  the  Skin:      The   care  of  the  skin  is  impor- 
tant to  the  health  and  comfort  of  the  baby. 

(a)  Rub  with  oil  after  the  daily  bath.     (Show  why.) 

(b)  Give  your  experience  in  the  use  of  olive  oil  in 
cases   of  rash   and  chafing.     Why    is   oil  preferable 
to  powder  in  the  early  weeks  of  infancy? 

(c)  Show  that  oil  serves  the  purpose  of  nourishing 
the  body  as  well  as  of  soothing  the  skin. 

(d)  After  the  bath  rub  the  skin  till  it  glows.     Why? 

2.  Food  and  How  It  Should  be  Given : 

(a)  Regularity  in  nursing  is  an  important  matter. 

(b)  Begin  with  nursing  the  babe  once  in  two  hours 
during  the  day  and  gradually  increase  the  interval  to 
four  hours  at  six  months. 

(c)  Mention  the  best  methods  of  artificial  feeding; 
that  is,  of  giving  food  other  than  the  mother's  milk. 


CHILD   CULTURE.  5 

3.  Allow  the  Babe  to  Sleep  Alone  in  a  bed  artificially  warmed. 

(a)  Give  several  ways  of  warming  an  infant's  bed, 
and  of  keeping  it  warm. 

(b)  Teach  the  baby  to  go  to  sleep  without  rocking. 
How  does  rocking  injure  the  baby's  brain? 

(c)  Speak    of    the    advantages   of    well  ventilated 
rooms ;  of  well  sunned  rooms. 

(d)  Why  should  rooms  be  slightly  darkened  during 
sleeping  hours? 

4.  Clothing  and  Its  Preparation :     The    clothing  should  be 
changed  morning  and  evening;  should   be  aired   and 
sunned  but  not  laundered. 

(a)  Why  should  the  baby's  wardrobe  not  be  washed 
every  time  it  is  changed? 

(b)  The  under-clothing  should  be  rinsed  in  boiled 
'   water.     Why  should  bluing  not  be  used  for   under- 
clothing? 

(c)  Feet  and  body  should  be  well  clothed  according 
to  the  varying  seasons. 

(d)  Why  should  the  head  be  kept  bare  while  indoors? 

o.     When  and  How  the  Baby  Should  be  Weaned: 

(a)  Should   be    weaned    at   from    nine   two    twelve 
months.     Why  not  earlier?     Why  not  later? 

(b)  Show  the  benefit  of  weaning  gradually,  both  to 
child  and  mother. 

(c)  Give  easily  digestible,   nourishing  food  as  a  sub- 
stitute for  nursing. 

(d)  Strive  to    avoid  sickness    by  proper  diet,   and 
hygienic  living;  alleviate  sickness  by  simple  outward 
applications,   not  by  giving  strong   medicine.       (Ex- 
plain why.) 

6.     The  Forming  of  Proper  Habits  Should  Begin  Early :  Keep 
the    baby,   with   its  growing  body   and   undeveloped 


CHILD   CULTURE. 

nerves,  in  as  much  repose  as  possible.     Avoid  crowded 
assemblies  and  undue  excitement. 

(a)  Habits  may  be  formed  in  the  first  week  of  life. 
(Give  examples.) 

(b)  Why  should  the  baby   not  nurse   or  eat  in  the 
night-time?     (Feed  late  and  early.) 

(c)  Allow    the   baby  to   creep   before   it   learns   to 
walk.     Why?. 


FOURTH  EXERCISE. 

PHYSICAL    DE 

Childhood. 

Childhood  begins  about  the  third  year  and  ends  about  the  twelfth.  The 
world  that  the  child  now  inhabits  is  not  just  that  around  its  mother's  knee, 
but  a  widely  extended  world.  It  makes  new  and  wonderful  discoveries;  it 
forms  new  acquaintances  outside  of  the  home  circle;  it  comes  in  contact  with 
other  influences,  some  good  and  some  bad.  As  judgement  and  reason  are  yet 
immature,  there  is  need  of  constant  vigilance  on  the  part  of  parents  during 
this  critical  period. 


1.     Food  and  Clothing :      As   the   child  emerges    from    in- 
fancy into  childhood  the  mother's  care  increases. 

(a)  Give  only  plain,  nourishing,  and  easily  digested 
food.     (Name  suitable  food.) 

(b)  Why  avoid  the  use  of  candies,  pastries,  meats, 
and  condiments,  especially  at  this  age? 

(c)  All  appetites  can  be   cultivated   and  governed 
while  young. 

(d)  Watch  the  digestion.     Why? 

(e)  Dress  plainly  and  wear  clothing  loose.      Why? 

(f)  Explain  the  bad  effects  of  wearing  high-heeled 
shoes. 

(g)  Explain    the    benefits   of    going  bare-foot    in 
summer. 


CHILD   CULTURE.  7 

2.  Cleanliness  of  the  Body  : 

(a)  What  is  the  object  in  bathing? 

(b)  Generally  speaking,  how  often  should   a  child 
be  bathed?    Will  one  rule  serve  for  all? 

(c)  It   is   important    to  keep  the   teeth   clean   and 
whole,  because  disease  germs  find  entrance   through 
cavities.     Give  other  reasons. 

(d)  Why  should  children's  teeth  be  given  vigorous 
exercise? 

(e)  Wash  the  mouth  daily  with  diluted  listerine  or 
other  suitable  disinfectant. 

(f)  Practice  gargling.     Why? 

3.  Proper  Attention  to  the  Growing  Form  : 

(a)  Why   is   it  important  to  insist  that  the  growing 
child  keeps  a  correct  poise  of  the  head,  shoulders,  and 
pelvis? 

(b)  Bodily  changes  should  be  intelligently  explained 
Name  some  of  the  bodily  changes  of  childhood. 

4.  Promoting  the  Health: 

(a)  Keep  the  children    employed  at  home   and  at 
school.     Reasonable    work   developes   the  brain   and 
muscles. 

(b)  Provide  outdoor  exercises ;  as,  sufficient  manual 
labor  to  make  the   child  tired  enough  to  fall  asleep 
when  it  goes  to  bed.     Name  some  suitable  occupation 
for  this  period  of  childhood. 

NOTE— Members  will  find  "Purity  Literature,"  by  Dr.  Mary  Wood- 
Allen  very  helpful  in  developing  this  subject. 


CHILD   CULTURE. 

FIFTH  EXERCISE. 


First  Years  of  Childhood. 

Those  mothers  are  few  who  do  not  understand  that  the  well-being  of 
after  life  depends  largely  upon  the  care  a  child  receives  during  infancy  and 
early  childhood.  Nevertheless,  while  many  realize  the  responsibility  which 
this  fact  imposes  upon  motherhood,  there  are  doubtless  many  well  meaning 
mothers  who  do  not  sense  how  much  those  same  years  make  for  the  child's 
intellectual  growth.  Colonel  Parker  said,  "In  no  years  of  a  child's  life  does 
it  learn  so  much  as  during  the  first  six  years."  The  parents'  attitude  towards 
the  child  can  either  give  zest  to  this  growth,  or  can  crush  and  limit  it. 

Infancy  is  the  period  when  a  child  acquires  consciousness  of  its  five 
senses,  through  which  it  gains  a  knowledge  of  the  things  of  the  world. 


1.  The  Cultivation  of  the  Five  Senses: 

(a)  The  child  puts  out  its  little  hand  to  feel  whatever 
comes  in  its  way,  and  usually  puts  it  in  its  little  mouth. 
What  senses  are  being  cultivated  in  this  manner? 

(b)  Bright  colors  attract  its  attention.    Why?    Tell 
how  the  senses  and  what  senses  may  be  cultivated  by 
giving  the  child   a  bright  colored  ball,  with   which  to 
pound  the  floor? 

(c)  Do  proper  toys  assist  in  the  child's  development? 

(d)  Will  the  mother   who  constantly  takes  from  the 
child  everything  it  puts  its  hands  on,  retard  its  intel- 
lectual growth?     If  the  child  cannot  be  permitted  to 
play  with  all  things,  what  can  it  reasonably  demand 
of  the  parent? 

2.  Learning  to  Talk :     As  soon  as  the  child  begins  to  talk, 
the  mother  can  give  much  aid. 

(a)  She  can   assist  it  in  acquiring  words  and   form- 
ing sentences.     How? 

(b)  She  can   aid  it  in  the   pronunciation   of   words. 
How? 

(O  She  can  correct  improper  usage.     How? 


CHILD   CULTURE.  9 

(d)  By  reading  good  books  the  child  is  assisted  in 
the  art  of  expression.     How  and  why? 

3.  Asking  Questions:     Every  normal  child  asks  questions. 
This  impulse  is  heaven-born.     It  is  one  way  in  which 
the  child  gets  knowledge. 

(a)  What  will  be  the  attitude  of  the  wise  mother  in 
respect  to -the  child  who  asks  questions? 

(b)  The  mother  who  ignores  the  child's   questions, 
or  scolds  because  the  child  asks  so  many  questions 
will  retard  its  intellectual  growth.     Why? 

(c)  What  do  you  think  of  telling  a  child   that   it 
"should  be  seen  and  not  heard?" 

4.  The  Child's  Love  for  Stories :  The  great  desire  of  the  child 
for  stories  is  another  wise  provision  of  nature,  meant 
to  assist  in  its  mental  culture. 

(a)  The  parent  should  not   remain  unmoved   by  the 
child's  cry  for  stories.     Why? 

(b)  This   is  a   period   of  life   when  the  memory  is 
keen ;  the  child  will   remember  throughout   life  much 
that   it  learns   in   these  years.      How  can   this   keen 
memory  be  made  use  of? 

(c)  Precocious    children    should    not    be    crowded. 
Why? 

;>.     The  Child' s  Reading :     "Search  good  books"  is  a  wise 
maxim  that  has  come  down  to  us  from  the  past. 

(a)  The   story  the   mother  tells  should  be  choice, 
and  should   contain   some   good  moral   or  element  of 
beauty. 

(b)  When  the  child  begs  to  read  for  itself,   its  read- 
ing should  be  supervised. 

(c)  No  better  stories  can   be   found   in   the   world's 
literature  than  those   found  in  the   Bible  and   Book  of 
Mormon.     Recently  an  eminent  college   man  said  the 


10  CHILD   CULTURE. 

story   of    "Esther"    is   the   first   story  in  the   world's 
literature. 

(d)  The  Juvenile  Instructor,    St.  Nicholas,    Youth's 
Companion,  Louise  M.  Alcott's   works,   as   well   as 
books  containing-  stories  of  animal  and  plant   life,  are 
especially  adapted  to  the  need  of  the  child. 

(e)  It  is  well  that  the  child  should  be  given  some  of 
the  simple  poems  of  Long-fellow,  of  Phosbe  and  Alice 
Gary,    James    Whitcomb    Riley,    and   Eugene   Field. 
Such  reading  will  do  much   toward   cultivating   a  love 
for  the  best  literature. 

6.  Special  Likes :     Many  children  like  to  read  books  that 
treat  of   scientific  achievement.      Many   boys   like  to 
know  about  machinery ;  the  telephone,  etc. 

(a)  Why  would  you  consider  the  bent  of  the  child's 
mind  in  a  choice  of  reading  matter? 

7.  Manual  Training:     Dr.  John  Dewey  and  Dr.  G.  Stanley 
Hall,  two  of  America's   eminent  educators,   are  em- 
phatic in  the  statement  that  intellectual  work  is  pro- 
moted through  hand-work  and  the   crafts  of   various 
kinds. 

(a)  The  child  should  be  taught  to  use  its  hands  as 
early  as  possible. 

(b)  It  is  well  for  its  best  mental  development  that  it 
learn  to  use  its  hands  in  a  number  of  ways. 

(c)  What  sort  of  manual  work  do  you  think  it  wise 
to  require  of  a  boy? 

(d)  What  sort  of  work  is  appropriate  for  a  girl? 

(e)  Why  should  a  very  young  child  not  be  permitted 
to  do  fine  work ;  that  is,  requiring  the  use  of  the  eye 
or  of  the  delicate  nerves  or  muscles? 

(f )  Suppose  a  child  tries  to  do  a  piece  of  work  and 
does  not  succeed  in  doing  it  well,  should  it  be  scolded? 
Why  not? 


CHILD   CULTURE.  11 

(g)  Why  will  scolding  and  finding  fault  with  crude 
work  retard  mental  growth? 

(h)  How  would  you  point  out  the  defects  in  crude 
work  to  the  child? 

Ideals :  Intellectual  ideals  should  be  constantly  before 
the  child.  He  should  be  told  that  what  man  has  done, 
man  can  do,  and  more. 

(a)  The  child  must  have  a  proper  amount  of  work  to 
do  at  all  times  if  he  is  to  realize  his  greatest  intellec- 
tual possibilities. 

(b)  To   the   end   of   the   child's    best   growth,    the 
mother  should  co-operate  with  all  of  the   child's  in- 
structors,  in   Sunday   School,    Religion  Class   work, 
and  Primary ,  as  well  as  in  the  public  school  work. 


SIXTH  EXERCISE. 


Discipline. 


Obedience  to  parental  command  was  Heaven's  first  law.  It  is  no  less  im- 
portant now  than  it  was  at  the  beginning  of  man's  career  on  the  earth.  Happy 
indeed  is  the  home  where  a  proper  discipline  is  maintained;  as  with  Paul  we 
say:  (Eph.  6:  1-4)  :  "Children  obey  your  parents  in  the  Lord:  for  it  is  right. 
Honor  thy  father  and  mother;  which  is  the  first  commandment  with  promise; 
that  it  may  be  well  with  thee  and  thou  mayest  live  long  on  the  earth.  And,  ye 
fathers,  provoke  not  your  children  to  wrath,  but  bring  them  up  in  the  nurture 
and  admonition  of  the  Lord." 


1.     Parents  Should  Exercise  Proper  Control  over  the  Child: 

(a)  First,  that  the  home   may  be  one  of  peace  and 
order ;  second,  that  proper  ends  may  be  accomplished 
with  the  least  effort ;    third,  for   the  sake   of  character 
development. 

(b)  One  of  the  first  lessons  to  a  child  should  be  that 
of  prompt  and   willing  obedience   to  parents.     (Show 
the  condition  of  a  home  where  disobedience  reigns.) 


12  CHILD  CULTURE. 

(c)  Parents  should  get  the  child's  confidence.  (Show 
the  bad  effects  of  broken  promises  and  misjudgement  of 
parents.) 

(d)  Parents  should  study  the  peculiar  characteristics 
of  each  child ;  no  two  are  alike. 

(e)  Different  methods  may  be  necessary  for  the  train- 
ing of  each  respective  child. 

(f)  Show  the   good   that  will  result    where  parents 
allow  the  child  to  come  under  the  instruction  and  in- 
fluence of  other  good  teachers. 

2.  Unity  of  Parents  in  the  Government  of  the  Child: 

(a)  The  father  and  mother  should  consult  as  to  the 
best  course  to  pursue  in  training  the  child.     (Enlarge 
on  this  thought.) 

(b)  If  possible  they  should  harmonize  their  ideas. 

(c)  Show  the  effect  of  interference  or  criticism  on  the 
part  of  one  parent  when   the   other   is  correcting  the 
child.     Why  should  the  criticism  not  be  offered  in  the 
presence  of  the  child? 

3.  Administering  Punishment: 

(a)  What  condition  of  mind  should  the  parent  be  in 
while  administering  punishment  to  the  child?     Never 
punish  in  anger — Why? 

(b)  Punishment   should   have   in    it   the   object  of 
correction — it  should  be  natural;    for  example,    if  the 
child  whittles  the  furniture,  deprive  him  of  the  use  of 
a  knife  for  a  time.     (Give  other  examples.) 

(c)  What  effects  are  likely  to  follow  such  expres- 
sions as,  "The  bad  man  will  catch  you?" 

(d)  Name  methods  employed  by  some  parents  that 
tend  to  weaken  parental  control. 

(e)  Injudicious  whipping  has  often  been  the  means 
of  causing  the  child  to  tell  falsehoods.     (Explain  why.) 

Xote.— On  the  subject  of  the  discipline  of  children  many  good  hints  may 
be  had  from  Professor  John  T.  Miller's  work  on  "Child  Culture." 


CHILD   CULTURE.  13 

SEVENTH  EXERCISE. 

MORAL    DKVICLOF'MIKNT. 

Industry. 

There  is  a  false  notion  prevalent  with  some  parents  that  children  should 
network.  Why  not  teach 'and  train  the  child  from  the  first  what  it  will  be 
expected  to  do  all  through  its  natural  life?  No-work-at-all  for  the  child,  is 
one  extreme;  too-much-work  is  the  other  extreme.  The  short,  light  task, 
well  directed  by  the  parent,  is  usually  a  delight  to  the  child,  and  of  untold 
educational  value  to  him.  Parents  be  wise  in  your  generation ! 


Forming  Habits  of  Industry :  The  child  must  learn  to 
work  that  he  may  develop  properly ;  work,  moreover, 
begets  happiness. 

(a)  Show  in  what  way  industry  promotes  physical, 
mental,  and  moral  growth. 

(b)  Explain  why  persons  who  work  are  happier  than 
those  who  do  not. 

(c)  "An  idle  brain  is  the  devil's  work-shop."     Ex- 
plain why  and  apply  it  to  children. 

(d)  Children  not  trained  to  work  develop  into  men 
and  women  who  consider  work  a  hardship  and  a  dis- 
grace. 

Love  for  Work : 

(a)  The  best  results  are  obtained  where  there  is  a 
love  for  work. 

(b)  Where  there  is  no  love  for  it  work  is  a  drudgery. 

(c)  The  masterpieces  of  music,  literature,   art,  and 
science  are  results  of  labor  accompanied  with  love. 

(d)  Love  for  work  is  best  developed  in  the  child  by 
encouraging  it  to  do  well  whatever  it  undertakes.  Ex- 
plain further, 

Respect  for  Labor  and  the  Laborer : 

(a)  All  honest  labor  is  honorable,  and  should  be  re- 
spected. 


14  CHILD   CULTURE. 

(b)  The  work  of  the  brain  and  the  work  of  the  mus- 
cles are  alike  commendable  if  well  done. 

(c)  Children  who  work  will  sympathize  with  others 
who  work. 


EIGHTH  EXERCISE. 

ZVLORAL    DEVKLOPZVEKNTT. 

Chastity. 

Pope's  lines  seem  to  be  a  fitting  introduction  to  this  subject : 
"Vice  is  a  monster  of  so  frightful  mien 
As  to  be  hated  needs  but  to  be  seen, 
Yet  seen  too  oft,  familiar  with  her  face, 
We  first  endure,  then  pity,  then  embrace." 


1.  Protection  Against  Immorality:     Certain  conditions  are 
indispensible  for  the  protection  of  children   from  im- 
moral practices. 

(a)  Provide  fresh  air,  wholesome  food,  vigorous  ex- 
ercise, and  bodily  cleanliness.      (Name  other  condi- 
tions.) 

(b)  Show  why  the  lack  of  these  things  fosters  vice; 
show  also  that  in  the  slums  of  large  cities  children  are 
deprived  of  these  things   and  consequently   much  im- 
morality prevails. 

(c)  Other  conditions  are  also  necessary ;  wise  and 
judicious  instruction;  pure  and  elevating  home  influ- 
ences ;  proper  associates ;  constant  parental  watchful- 
ness ;  good  literature ;  and  Gospel   ideas  and  ideals  of 
morality. 

(d)   Show  how  each  of  these  conditions  will  assist  to 
a  higher  moral  development. 

(e)  State  the  difference  between  Gospel  ideals  and 
worldly  ideals  of  morality. 

2.  Sacredness  of  the  Body :  The  child  should  be  taught  that 


CHILD   CULTURE.  15 

his  body  is  given  to  him  for  holy  purposes,  and  that 
he  has  no  right  to  pollute  it. 

(a)  The  body  is  the  tabernacle  of  the  spirit  and  must 
be  kept  pure  and  healthy  or  else  the  spirit  will  become 
evil  and  impure  and  not  fit  to  return  to  the  Father  from 
whence  it  came. 

(b)  Guard  the  child  against  self-abuse. 

(c)  What  are  the  evils  of  self-abuse  upon  the  brain? 
upon  the  body?     upon  the  imagination? 

NINTH  EXERCISE. 


Truthfulness. 


O  what  a  tangled  web  we  weave, 

When  first  we  practice  to  deceive!"—  Scott. 


1.  Encourage  Truthfulness:  The  child  should  be  encourag- 
ed at  all  times  and  under  all  circumstances  to  speak 
the  truth. 

(a)  May  not  some  offenses  be  overlooked?  Should  a 
lie  be  overlooked? 

(b)  A  lie  usually  represents  three  wrongs :    (1)  it  is 
wrong  in  itself ;  (2)  it  covers   another  wrong ;     (3)    its 
object  is  to  deceive.     But  it  may  represent  a  dozen. 
(Show  in  what  way.) 

2.  Truthfulness  a  Protection  Against  Other  Sins: 

(a)  Explain  why  this  is  a  fact. 

(b)  When  a  child  tells  the  truth,  parents  can  act  in  a 
manner  that  will  result  in   good  to  the  child ;  not  so 
when  the  child  tells  a  lie. 

(c)  If  the  child  hides  the  truth  about  an  offense,  it 
may  pass  unconnected. 


16  CHILD   CULTURE. 

(d)  Thus  the  child  may  be  left  to  commit  other  and 
perhaps  worse  offenses. 

3.     Truthfulness  a  Means  of  Developing  other  Virtues: 

(a)  A  child  that  has  been  trained  to  speak  truthfully 
under  all  conditions  has  the  best  means  for  developing 
moral  courage. 

(b)  Why  is  this  so? 

(c)  What  other  virtues  will  truthfulness  develop? 


TENTH  EXERCISE. 


Training. 


If  parents  would  give  their  children  a  proper  religious  training  they 
must  live  the  Gospel  themselves.  Their  example  will  accomplish  more  than 
a  lifetime  of  preaching  without  the  example.  The  Spirit  of  the  Gospel  will 
abide  in  that  home  where  parents  are  united  and  living  their  religion. 


7.     Parents  Should  Live  the  Gospel: 

(a)  Explain  why  example  should  be   coupled   with 
precept. 

(b)  What  is  meant  by   "having  the   Spirit   of  the 
Gospel  with  us?" 

(c)  How  will  attending  to  our  religious  duties  help 
us  to  keep  the  Spirit  of  God  within  us? 

2.  Parents  should  Support  Religious  Institutions :  No  church 
has  more  ably  met  the  needs  of  religious  culture  on 
the  part  of  its  members  than  has  the  Church  of  Jesus 
Christ  of  Latter-day  Saints. 

(a)  Show  the  great  educational  factors  toward  cul- 
ture provided  in  the  Primary  and  Mutual  Improvement 
Association;  Sunday  School  and  Church  Schools; 
Relief  Societies  and  Religion  Classes;  home  maga- 
zines and  books. 


CHILD   CULTURE.  17 

(b.)  Parents  niust  see  to  it  that  their  children  attend 
these  institutions  of  learning,  if  they  would  have  their 
children  derive  benefit  from  them. 

(c)  Proper  books  and  magazines  should  be  provided 
for  the  children. 

(d)  Show  why  children  should  not  fail  to  take  the 
parts  assigned  them   in  these  various  organizations, 
and  also  why  boys  should  not  fail  to  perform  all  the 
duties  required  of  them  in  the  Priesthood. 

(e)  Show  that  the  educative  value  of  these  institu- 
tions lies  mainly  in  the  performance  of  duty 

Parents  should  not  Speak  Lightly  of  any  Principles  of  the 
Gospel:  Never  should  the  child  hear,  from  the  lips  of 
the  parents,  an  evil  or  slighting  remark  about  any 
principle  or  ordinance  of  the  Gospel. 

(a)  Show  that  the  child,  up  to  a  certain  age,  accepts 
the  words  of  its  parents  without  question. 

(b)  A  disparaging  remark  may  sow  the  seed  of  pre- 
judice in  the  mind  of  the  child. 

(c)  Give  examples  of  this  pernicious  practice. 

(d)  Show    also    the    bad   effects    of    evil   speaking 
against  the  authorities  of  the  Church. 


ELEVENTH  EXERCISE. 

RK1LIGIOTJS    DKVKIjOFMKNT. 

Gospel  Ideals. 

To  attain  perfection  physically,  mentally,  morally,  and  spiritually,  in 
other  words,  to  become  worthy  of  entering  the  presence  of  our  Heavenly 
Father,  is  the  Gospel  ideal,  and  should  be  the  inspiration  and  guide  in  every 
family.  A  great  ideal  always  precedes  true  greatness  of  character.  The 
Gospel  ideal  is  the  highest  that  man  can  follow.  If  the  Latter-day  Saints  do 
not  become  the  greatest  people  in  the  world,  it  will  be  because  they  do  not 
live  up  to  their  ideals. 


1.     The  Gospel  Ideals: 

(a)  Mention  some  of  the  strongest  ideals  of  the  world 


18'  CHILD   CULTURE. 

today;- as  wealth,  fame,  honors  of  men,   pleasure,  etc. 
(b)   Show  results  following  worldly  ideals,  and  re- 
sults following  Gospel  ideals. 

2.  The  Child  should  be  Taught  the  Gospel  : 

(a)  Show  that  both  the  Bible  and  Book  of  Doctrine 
and  Covenants  are  very  explicit  on  this  subject.  (Quote 
passages  from  each.) 

(b)  Show  that  certain  principles  of  the  Gospel  refer 
to  the  physical  welfare  of  the  child;   as  the  "Word  of 
Wisdom." 

(c)  Show  that  alcoholic  drinks,  tobacco,  tea,  coffee, 
etc.,  are  stimulants,  not  foods.     Their  tendency  is  to 
excite  and  exhaust  rather  than  to  build  up  the  nerves 
and  tissues  of  the  body. 

(d)  It  is  more  difficult  to  maintain  self-control  when 
the  nerves  are  excited. 

3.  Teach  the  Principles  of  Tithing : 

(a)  Tithing  is  a  law  of  God. 

(b)  It  teaches  unselfishness. 

(c)  Show  its  educational  advantages. 

4.  Teach  Faith :     Teach  the    child  to   pray   intelligently. 
This  will  cultivate  faith. 

(a)  Show  that  the  child  should   be  taught   to  pray 
for  the   things  it  needs,   and,   when  it  receives  them, 
that    it    should    express    gratitude    to   its   Heavenly 
Father. 

(b)  Show  that  it  is   necessary  to  teach  the  child  to 
exercise  faith  both  for  himself  and  for  others,   as  in 
sickness. 

(c)  It  is  necessary  for  the  child  to  take  part  in  the 
family  prayer,  to  ask  a  blessing  on  the  food,  etc.  Show 
why. 


CHILD   CULTURE.  19 

Teach  Repentance :     The  child  may  be  readily  taught 
this  principle. 

(a)  The  opportunity  to  teach  this  principle  effective- 
ly is  when  the  child  does  wrong. 

(b)  Appeal  to  him  and  arouse  a  feeling  of  sorrow, 
and  encourage  a  feeling  within  him  to  determine  to  do 
wrong  no  more. 

(c)  Show  that  one  wrong  unrepented  of  may  lead 
.him  to  commit  others. 

(d)  Give   examples    showing  how  other  principles 
may  be  taught  in  a  similar  manner. 

(e)  Parents  who  neglect  to  teach  their  children  the 
principles    of    the    Gospel    are   under   condemnation. 
(Prove  this  from  the  Book  of  Doctrine  and  Covenants.) 

(f)  Teach  respect  for  sacred  things  and  places. 


TWELFTH  EXERCISE. 

SOCIAL    DmVKT.OfJMKNT. 

Deportment. 

It  is  highly  important  that  parents  give  thought  to  the  social  develop- 
ment of  their  children.  These  treasures  should  be  guarded  and  guided  con- 
tinually by  a  wise  and  interested  mother  or  guardian. 

Generally  speaking,  each  child  should  be  given  some  labor  to  perform 
within  easy  power  of  accomplishment,  and  when  its  little  task  is  finished  it 
should  be  permitted  to  enjoy  the  freedom  and  society  of  its  playmates  for  a 
faw  hours,  then  to  return  again  to  the  family  circle.  But  on  the  other  hand 
the  child  should  not  be  permitted  to  roam  everywhere.  After  play  hours,  is 
the  time  for  investigation.  If  the  mother  has  the  child's  confidence  it  will 
tell  her  everything,  and  she  can  correct  its  mistakes,  and  make  suggestions 
for  the  future. 


Teach  and  Train  the  Child  to  be  Respectful  to  Parents  and 
Adults,  Especially  the  Aged: 

(a)  As  an  aid  to  this  end  parents  should  respect  the 
child ;  be  careful  to  give  it  its  rights ;  teach  it  that 
others  have  rights  also. 


20  CHILD   CULTURE. 

(b)  Should  the  child  fail  in  any  necessary  point, 
have  it  make  amends  wherever  possible.  Theory  and 
practice  go  together.  (Give  what  you  consider  the 
best  method  of  correcting  common  faults. ) 

2.  Kindness  and  Unselfishness  to  be  Cultivated: 

(a)  The  child  must  be  trained  in  acts  of  kindness  by 
doing  for  others  without  hope  of  immediate  reward. 
(Give  examples;  as  visiting  the  sick,  etc.) 

(b)  Parents  must  demand  some  attention  from  the 
child.      Every   day    it    must   do    something    for    the 
parents   and  others.      Giving   and  receiving  must  be 
equally  balanced.     (What   qualities  will   this  practice 
develop?) 

3.  The  Child1  s  Social  Life:     It  should  be  permitted  to  as- 
sociate with  children  of  its  own  age. 

(a)  But  as  much  as  possible  under  the  watchcare  of 
parents.     Why? 

(b)  Children's  parties  should  not  be  too  long  nor  too 
frequent.     Why? 

(c)  The  child  should  not  be   away  from  home   at 
meetings,  social  parties  and  other  gatherings,   late  at 
night — probably   not  later   than  nine   o'clock.      (See 
Book  of  Doctrine  and  Covenants.  Sec.  88:  124.  > 

(d)  The  child's  moral;  spiritual,  and  intellectual  de- 
velopment depends  on  much  sleep,    wholesome  food, 
clothing  suitable  to  the  varying  seasons  of  the  year, 
etc.,    and   in   general   a   life   of   regularity   devoid  of 
excitement . 

4 .  Ma nners  at  Home  and  A broa d  : 

(a)  At  the  table  the  child  should  be  taught  patience, 
self-control,  and  a  due  regard  for  others.     ( Name  some 
points  of  etiquette,  i 

(b)  Teach  decorum,  order,  and  gentility  in  the  home. 


CHILD   CULTURE.  21 

(c)  The  street,   though   public,   is   not  a  place   of 
license,  but  all  have  rights  which  the   child  should  be 
taught  to  respect. 

(d)  Teach   the    child   that   places    of  worship   are 
sacred.     (Enlarge  on  this  thought.) 

(e)  To  disturb  a  meeting  by  talking,   laughing,  or 
making  other  noise,  and  so  on,  is  a  social  sin.     (How 
may  this  practice  be  corrected?) 

(f)  Parents  should  be  in  harmony  with  the  child's 
teachers,  and  therefore  the  child  should  be  taught  to 
be  law-abiding  in  school.     Why? 

(g)  Correct  the  child  continually  in  its  speech  upon 
the  street ;  check  at  once  any  indication  toward  swear- 
ing and   vulgarity;    teach  it   to  be   very  choice  in  its 
speech  when  upon  the  street  or  anywhere. 

Parents  Should  Never  Cover  up  Evil  : 

(a)  Always   expose   it,    even   though    the   trial   is 
severe  at  the  time. 

(b)  Exposing  the   evil  practices   of    the   child  will 
ultimately  result  in  good.     (Give  reasons  why  this  is 
a  fact.) 


22  CHILD  CULTURE. 

PART  TWO. 


Book  of  Mormon  Study. 


Subjects  for  Book  of  Mormon  Study:  An  outline  of  this 
course  will  be  found  in  the  Young  Woman's  Journal, 
Volume  8,  1901. 

August  Nu mbe r . 

1.  Introductory:  Lehi  leaves  Jerusalem. 

2.  Securing  the  brass  plates. 

3.  The  Colony  receives  new  strength. 

Septe mber  Nu  mber. 

4.  From  the  Valley  of  Lemuel  to  the  Sea. 

5.  The  building  of  the  ship. 

6.  The  voyage. 

October  Number. 

7.  Lehi  blessing  his  children. 

8.  After  the  death  of  Lehi. 

9.  Record  on  the  small  plates  finished. 

November  Number. 

10.  Discovery  of  the  city  of  Zarahemla. 

11.  Zeniff  returns  to  Lehi-Nephi. 

12.  Abinada  burned  by  King  Noah. 


NOTE.— A  helpful  aid  to  the  study  of  the  Book  of  Mormon  is  the  Story 
ofthe  Book  of  Mormon,  and  the  Dictionary  of  the  Book  of  Mormon,  by 
Elder  George  Reynolds. 


Hew  &Rdrjp  fpriitteg  Co,,  tfim 


